OSD Students Will

Outcome 1:
Be compassionate and kind.
Board Monitoring Report 6/9/2022

Outcome 2:
Have the academic and life skills to pursue their individual career, civic and educational goals.
Board Monitoring Report 1/27/2022

Outcome 3:
Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.
Board Monitoring Report 4/14/2022

Outcome 5:
Discover their passions, be curious and love learning.
Board Monitoring Report 2/10/2022

Roosevelt School Improvement Plan (2019-20)

Outcome 1: Be compassionate and kind.

  1. Be aware of and appreciate one’s similarities and differences with others.
  2. Listen well and cooperate with others.
  3. Demonstrate awareness of one’s own thoughts and emotions and how they impact behavior.
  4. Express emotions, thoughts and impulses in positive and beneficial ways.
  5. Resolve conflicts and repair relationships.

Metric

OSD Elementary Student Climate Survey (Questions 1 - 6)

Goal

By June 2020, students will improve their ability to be compassionate and kind, by having 90% of entire student body identify as "Always and/or Most of the Time" on questions 1-6 within the OSD Elementary Student Climate Survey.

Action Plan

  1. Administer OSD Elementary Student Climate Survey. 
  2. Each classroom teacher will teach the Second Step curriculum in its entirety.
  3. All staff members will be trained in concepts related to restorative practices.
  4. Every morning, classroom meetings (circles) are held to help build, reinforce, and maintain concepts related to empathy and problem solving.
  5. Students will be taught how to engage in restorative circles in the classroom. 

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Outcome 2: Have the academic and life skills to pursue their individual career, civic and educational goals.

  1. Read, write and speak effectively for a wide range of purposes, including the interpretation and analysis of both literary and informational texts.
  2. Know and apply mathematics to a level of fluency that ensures a broad range of post-secondary opportunities and career choices.
  3. Use analytic and scientific principles to draw sound conclusions.
  4. Analyze multiple causal factors that shape major events in history.
  5. Exit with a personalized post-secondary transition plan for work, career and/or college, and complete the first steps toward achieving post-secondary goals before graduation.
  6. Develop and use conceptual understanding, exploring knowledge across a range of disciplines, and engage with issues and ideas that have local and global significance.
  7. Problem solve using both creative and critical thinking skills.
  8. Demonstrate continuous growth across the disciplines to meet or exceed academic learning standards and work toward graduation.
  9. Apply reliable information and systematic decision making to personal financial decisions.

Metric

Measure of Academic Progress (MAP) Assessment. 

Goal

ELA:
By May 2020, at least 85% of ALL students in grades 1-5 will score above the 50th percentile in ELA as measured by trimester MAP assessments.

Math:
By May 2020, at least 85% of ALL students in grades 1-5 will score above the 50th percentile in Math as measured by trimester MAP assessments.

Science:
By May 2020, at least 85% of ALL students in grade 5 will be level 3 or above in the area of science, as measured by annual SBA assessment.

Action Plan

This year, the Roosevelt master schedule will include a minimum of 35 minutes at every grade level for intervention time.  The intervention time will allow teachers and support staff to move students around within the grade level to differentiate our instruction and meet the individual learning needs of our students.

ELA:

  1. Kindergarten and First grades will use the Read Well (as a pilot) and Wonders to improve phonemic awareness and decoding skills.  DIBELS progress monitoring will occur 2 times per month to ensure adequate growth over time.
  2. Certificated teachers will provide direct instruction using Read Well and Wonders curriculum (K, 1) to students who require the most intensive level of support.  Students will be grouped into groups of no more than 5 students during intervention time.
  3. First, Second, and Third grades will use the Daily 5 Framework to differentiate their instruction within the Wonders Curriculum for core instruction.
  4. Students in grades 3, 4, and 5 who are currently below the 50th percentile will be served in groups of no more than 5 students by the Title I intervention team.  Materials will emphasize decoding and fluency strategies and will very depending on the need of each small group.
  5. Teachers at grades 3, 4, and 5 will integrate social studies and science curriculum into their ELA studies so that students see an increase in the amount of non-fiction reading material.

Math:

  1. Third, Fourth, and Fifth grades have been trained in, and will implement Concept Quests in the classroom in order to differentiate their instruction and provide opportunities for students to go deeper with content within the Bridges Curriculum.

Science:

  1. Third, Fourth, and Fifth grades will pilot Next Generation Foss Science kits this year.  The Foss pilot is supported by Foss curriculum experts and our OSD Science TOSA. This will double the amount of science instruction that has traditionally taken place in our school and ensure our students are taught according to current content standards.

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Outcome 3: Advocate for the social, physical and mental wellness of themselves and others and be hopeful about the future.

  1. Communicate effectively.
  2. Develop knowledge and skills to have healthy eating habits, have a healthy body image and access reliable health information and services.
  3. Be physically active and see athletics and exercise as health-enhancing behaviors.
  4. Understand and apply principles of sound mental and emotional health and learn to identify signs of emotional health concerns such as depression, anxiety and suicidal thinking in self and others.
  5. Understand how and when to seek supportive mental and emotional health resources for self and others.
  6. Cultivate healthy relationships that honor each person's personal preferences and boundaries.
  7. Identify and develop personal strengths and interests.
  8. Develop the skills and habits to assess the role of technology and social media in their lives and distinguish between healthy and harmful use.

Metric

OSD Elementary Student Climate Survey (Questions 5, 7, 8, 9, 10) 

Goal

  • By June of 2020, students will demonstrate their ability to advocate for a healthy body and mind. This will be shown through 90% of students responding “Most of the Time” or “Always” to questions 5, 7, 8, 9, 10 on the OSD Elementary Student Climate Survey. 

Action Plan

  1. Administer OSD Elementary Student Climate Survey.
  2. Each classroom teacher will teach the Second Step curriculum in its entirety.
  3. Second Step Curriculum will be taught on Wednesday morning of every week.  Support personnel in the school will be assigned to a classroom during this time so that all staff members are teaching the curriculum.  This will help ensure all staff members have a common language to use with students.
  4. Librarians teach Common Sense Media. 

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Outcome 5: Discover their passions, be curious and love learning.

  1. Broaden their perspectives and seek out various opportunities to explore new ideas, particularly those areas that are unfamiliar or uncomfortable to find their interests.
  2. Experience failure, setbacks and disappointments as an expected and honored part of learning.
  3. Understand and demonstrate the value of service in their community and learning by doing.
  4. Pursue creative and artistic opportunities as a vocation and/or a form of lifelong enrichment.

Metric

OSD Elementary Student Climate Survey (Question 11) 

Goal

By June 2020, 100% of students will participate in one or more supervised activities outside of core instruction either at school or after school by the end of the school year as measured by the Fall and Spring Elementary Student Climate Survey.

Action Plan

  • Administer OSD Elementary Student Climate Survey in the Fall and Spring.
  • Advertise and promote extracurricular activities via morning announcements, Office TV monitor/ reader board, newsletters, posters/flyers.
  • Partner with Booster Club/PTA groups to bring in outside speakers or instructors.
  • Use of the Performing Arts Initiative as a way to spark interest.
  • Select teachers will participate with the OSD Visual Arts Program.
  • Art Beat Olympia will provide extracurricular art lessons to all students (K-5) at 3 separate times through the year.
  • After school programs will include Chess Club, Art Club, Spanish Club, and Lego Robotics Club.

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